This volume brings together, under two broad section headings, articles dealing with current theoretical and pedagogical concerns in second langauge theory, teaching and learning. The first section deals with semantico-functional issues in language study and contains articles based on the principles of both contrastive and systemic-functional analysis. The content of this section reminds us of the crucial importance of rooting plans for curriculum innovation firmly in current theory and the valid findings of critical enquiry.
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The second section deals with the implementation of pedagogical plans in a wide range of curriculum areas. The teaching and learning approaches advocated lead to the encouragement of greater learner autonomy and responsibility. Authors offer practical suggestions for innovations in the major language skill areas..
